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RESTORATIVE JUSTICE:
Follow signs to Peace Circles
Thank you Circle Facilitators:
●
●
●
●
MCEA/Human & Civil Rights
Committee
GeorgeneFountain
Daly ES - MusicRJ Trainer
NAACP Questions
● What is Restorative Justice?● MCPS suspension data● MCPS RJ pilot program● Social-emotional learning● Why black boys?● PBIS and RJ● Parent involvement:
○ Legislative advocacy○ RJ schools
RESTORATIVE JUSTICE:
Follow signs to Peace Circles
Thank you Circle Facilitators:
●
●
●
●
MCEA/Human & Civil Rights
Committee
GeorgeneFountain
Daly ES - MusicRJ Trainer
NAACP Questions
● What is Restorative Justice?● MCPS suspension data● MCPS RJ pilot program● Social-emotional learning● Why black boys?● PBIS and RJ● Parent involvement:
○ Legislative advocacy○ RJ schools
IndigenousRootsMAORI
BANTU
Many others
1974 - 2000s
Victim - Offender Reconciliation
Programs
3 Principles of Restorative Justice
Harm &Victim’s Needs
Obligations Engagement
mid 1990s - early 2000s
Schools &
Teacher Preparation
Traditional Discipline vs. Restorative Questions
• What rules were broken?
• Who broke them?• What does the Code of
Conduct or law say the punishment should be?
• What happened?• Who was harmed and
how were they affected?
• How can the harm be repaired and who is responsible for repairing the harm?T
rad
itio
nal
Res
tora
tive
1994- 1999
Schools shift toZero
Tolerance Policies
Non-violent / non- dangerous infractions
• Skipping class
• Not doing homework
• Not raising hand to speak
• Making gun sound
Infr
acti
on
• Making gun shape
• Temper tantrum
• Sucking teeth
• Rolling eyes
• Sleeping in class
High Racial Disparities in Suspensions & Expulsions
••
••••
National Center for Education Statistics, Annie E. Casey Foundation
U.S. Department of Education
Subjective and Affected by Cultural Perception
• Insubordination
• Defiance
• Disrespect
• Refusal to obey school rules
• Disruption
Carol Anderson, White Rage
Washington Post
NPR
Mass Incarceration
20
Mass Incarceration
Crisis of the century for our democracy
21
School to Prison Pipeline
4
•
•
•
•
• Build community
• Healthy relationships among educators and students
• Social-emotional
• Conflict-resolution skills
• Reduce conflict
• use less power:– increase your
influence– shape student
behavior– cultivate healthy
respect for authority
Boyes-Watson and Pranis, Circle Forward, 2015
Restorative Practices Approaches
Circle participants
➔ Respected ➔ Speak honestly ➔ Tell own stories➔ Listen➔ Voluntary
participation
Circles may be used to...
● Build community
● Make decisions
● Appreciate differences
● Increase personal relations
● Teach content
● Discuss serious issues
● Share feelings
● Share ideas
● Problem solve
● Repair relationships
Restorative Justice Supports
Seriousness of Harm
RJ Intervention
RP Prevention
.
Restorative Classroom
Foundational training
Restorative Justice Support
Seriousness of Harm
RJ Intervention
RP Prevention
Restorative Support Team
Restorative Classroom
More training to facilitate
Continuum of RJ processes
Seriousness of Harm
RJ Intervention
RP Prevention
Restorative Support Team
Restorative Behavior Intervention
Restorative Classroom
31
Additional training to facilitate
Restorative Support Staff
Member
Continuum of RJ processes
Seriousness of Harm
RJ Intervention
RP Prevention
Job specific training to facilitate
Restorative Support Team
Restorative Behavior Intervention
Restorative Classroom
32
Restorative Support Staff
Member
Restorative Justice Conference
RJ Conference
Harmed Person(Victim)
• school climate• academic achievement • Reduce racial disparities in
discipline
• 3-year timeline
• Principal buy-in • Staff buy-in
• Ongoing and intensive professional development
• Full time RP Coordinator
RJ Myths
• Eliminate ‘misbehavior’ throughout the school• Will be successful with every student• Will work immediately and every time• Only used to address student ‘misbehavior’ and conflict• RP strategies should only be used by RJ support team
PBIS Tiered Support
Level 1: School-wide
Level 2: smaller groups
Level 3: Individual
MCPS
– suspension data
– RJ pilot program
MCPS Suspension Data (by Year and Race/Ethnicity)
Transparent color (left column of each pair) = MCPS student population racial breakdown.Solid color (right column of each pair) = racial breakdown of suspended students only.
* First year of Code of Conduct # Year to Date (April 1, 2016)
Perc
enta
ge o
f St
uden
t Pop
ulat
ion
Students of All Other Races/ Ethnicities Combined
Hispanic/Latino Students
Black/African American Students
FY 2012 2013 2014 2015* 2016#
MCPS Suspension Data (by Year and Race/Ethnicity)
Number of Students Percentage
2012 2013 2014 *2015 #2016 ’12 ’13 ’14 *’15 #’16
MCPS Enrollment 146,456 148,768 151,289 153,994 156,164
Black/Afr. American 21.2 21.3 21.4 21.5 21.4
Hispanic/Latino 26.0 26.6 27.4 28.4 29.2
All other race/ethnicities 52.8 52.1 51.2 50.1 49.4
Suspensions and Expulsions 5,354 5,168 3,572 2,813 1,991
Black/Afr. American 2,673 2,671 1,858 1,459 998 49.9 51.7 52.0 51.9 50.1
Hispanic/Latino 1,427 1,381 1,005 822 635 26.7 26.7 28.1 29.2 31.9
All other race/ethnicities 1,254 1,116 709 532 358 23.4 21.6 19.8 18.9 18.0
* First year of Code of Conduct # Year to Date
MCPS RJ Pilot Program
Argyle Middle School
Gaithersburg Middle School
Neelsville Middle School
Montgomery Village Middle
School
A. Mario Loiederman
Middle School
Briggs Chaney Middle School
Silver Spring International Middle School
Sligo Middle School
Westland Middle School
Quince Orchard High
School
Northood High School
Family Support for RJ
MCPS website:Restorative Practices Guide for Educators
– http://schottfoundation.org/restorative-practices
Talk to the school administrator
○ What do they need?○ Join PTA?○ Volunteer?
Restorative Justice in Schools
•
•
Parents & Legislative Advocacy
Montgomery County PTSA
○ strong organization○ testimony before the
County Council○ partners with MCPS and
MCEA
Maryland State PTSA
• letter writing to support RJ
• in-person testimony before General Assembly
The Future ...
•
•–
•–
AnyQuestions?
IndigenousRootsMAORI
BANTU
Many others
1974 - 2000s
Victim - Offender Reconciliation
Programs
3 Principles of Restorative Justice
Harm &Victim’s Needs
Obligations Engagement
mid 1990s - early 2000s
Schools &
Teacher Preparation
Traditional Discipline vs. Restorative Questions
• What rules were broken?
• Who broke them?• What does the Code of
Conduct or law say the punishment should be?
• What happened?• Who was harmed and
how were they affected?
• How can the harm be repaired and who is responsible for repairing the harm?T
rad
itio
nal
Res
tora
tive
1994- 1999
Schools shift toZero
Tolerance Policies
Non-violent / non- dangerous infractions
• Skipping class
• Not doing homework
• Not raising hand to speak
• Making gun sound
Infr
acti
on
• Making gun shape
• Temper tantrum
• Sucking teeth
• Rolling eyes
• Sleeping in class
High Racial Disparities in Suspensions & Expulsions
••
••••
National Center for Education Statistics, Annie E. Casey Foundation
U.S. Department of Education
Subjective and Affected by Cultural Perception
• Insubordination
• Defiance
• Disrespect
• Refusal to obey school rules
• Disruption
Carol Anderson, White Rage
Washington Post
NPR
Mass Incarceration
59
Mass Incarceration
Crisis of the century for our democracy
60
School to Prison Pipeline
4
•
•
•
•
• Build community
• Healthy relationships among educators and students
• Social-emotional
• Conflict-resolution skills
• Reduce conflict
• use less power:– increase your
influence– shape student
behavior– cultivate healthy
respect for authority
Boyes-Watson and Pranis, Circle Forward, 2015
Restorative Practices Approaches
Circle participants
➔ Respected ➔ Speak honestly ➔ Tell own stories➔ Listen➔ Voluntary
participation
Circles may be used to...
● Build community
● Make decisions
● Appreciate differences
● Increase personal relations
● Teach content
● Discuss serious issues
● Share feelings
● Share ideas
● Problem solve
● Repair relationships
Restorative Justice Supports
Seriousness of Harm
RJ Intervention
RP Prevention
.
Restorative Classroom
Foundational training
Restorative Justice Support
Seriousness of Harm
RJ Intervention
RP Prevention
Restorative Support Team
Restorative Classroom
More training to facilitate
Continuum of RJ processes
Seriousness of Harm
RJ Intervention
RP Prevention
Restorative Support Team
Restorative Behavior Intervention
Restorative Classroom
70
Additional training to facilitate
Restorative Support Staff
Member
Continuum of RJ processes
Seriousness of Harm
RJ Intervention
RP Prevention
Job specific training to facilitate
Restorative Support Team
Restorative Behavior Intervention
Restorative Classroom
71
Restorative Support Staff
Member
Restorative Justice Conference
RJ Conference
Harmed Person(Victim)
• school climate• academic achievement • Reduce racial disparities in
discipline
• 3-year timeline
• Principal buy-in • Staff buy-in
• Ongoing and intensive professional development
• Full time RP Coordinator
RJ Myths
• Eliminate ‘misbehavior’ throughout the school• Will be successful with every student• Will work immediately and every time• Only used to address student ‘misbehavior’ and conflict• RP strategies should only be used by RJ support team
PBIS Tiered Support
Level 1: School-wide
Level 2: smaller groups
Level 3: Individual
MCPS
– suspension data
– RJ pilot program
MCPS Suspension Data (by Year and Race/Ethnicity)
Transparent color (left column of each pair) = MCPS student population racial breakdown.Solid color (right column of each pair) = racial breakdown of suspended students only.
* First year of Code of Conduct # Year to Date (April 1, 2016)
Perc
enta
ge o
f St
uden
t Pop
ulat
ion
Students of All Other Races/ Ethnicities Combined
Hispanic/Latino Students
Black/African American Students
FY 2012 2013 2014 2015* 2016#
MCPS Suspension Data (by Year and Race/Ethnicity)
Number of Students Percentage
2012 2013 2014 *2015 #2016 ’12 ’13 ’14 *’15 #’16
MCPS Enrollment 146,456 148,768 151,289 153,994 156,164
Black/Afr. American 21.2 21.3 21.4 21.5 21.4
Hispanic/Latino 26.0 26.6 27.4 28.4 29.2
All other race/ethnicities 52.8 52.1 51.2 50.1 49.4
Suspensions and Expulsions 5,354 5,168 3,572 2,813 1,991
Black/Afr. American 2,673 2,671 1,858 1,459 998 49.9 51.7 52.0 51.9 50.1
Hispanic/Latino 1,427 1,381 1,005 822 635 26.7 26.7 28.1 29.2 31.9
All other race/ethnicities 1,254 1,116 709 532 358 23.4 21.6 19.8 18.9 18.0
* First year of Code of Conduct # Year to Date
MCPS RJ Pilot Program
Argyle Middle School
Gaithersburg Middle School
Neelsville Middle School
Montgomery Village Middle
School
A. Mario Loiederman
Middle School
Briggs Chaney Middle School
Silver Spring International Middle School
Sligo Middle School
Westland Middle School
Quince Orchard High
School
Northood High School
Family Support for RJ
MCPS website:Restorative Practices Guide for Educators
– http://schottfoundation.org/restorative-practices
Talk to the school administrator
○ What do they need?○ Join PTA?○ Volunteer?
Restorative Justice in Schools
•
•
Parents & Legislative Advocacy
Montgomery County PTSA
○ strong organization○ testimony before the
County Council○ partners with MCPS and
MCEA
Maryland State PTSA
• letter writing to support RJ
• in-person testimony before General Assembly
The Future ...
•
•–
•–
AnyQuestions?
